<![CDATA[This research is motivated by the low level of students' understanding of the material on functions. This study aims to identify and analyze the learning obstacles faced by eight-grade MTs students in understanding the function material. The method used is qualitative research with a hermeneutic phenomological approach.. Data were collected through tests, questionnaires, and in-depth interviews. The results indicate three main categories of learning obstacle; ontogenic obstacles (psychological, isntrumental, and conceptual), didactic obstacles and epistemilogical obstacles. The findings also reveal that the primary problems students face are a lack of basic conceptual understanding, low learning motivation , and difficulties in applying knowledge to situations or problem types different from those usually taught by the teacher.. The novelty of this study lies in the use of a hermeneutic phenomological approach to deeply explore the experiences and meanings of learning ostacles from the students’ perspective, as well as categories: ontogenic, didactic, and epistemological. This research contributes to an in-depth analysis of students' learning experiences through a hermeneutic phenomenological approach, as well as recommendations for contextual learning strategies, the use of visual-interactive media, and individual guidance to address student learning barriers.]]>
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